There are two reasons why counting behaviors ought to be persistent and direct. In the first place, it decreases the likelihood if our introducing mistakes into the behavior the XXXXXXXXXX XXXXXXXXX. XXXXXX, continuous XXX XXXXXX XXXXXXXX XXXXXXX XXX XXXXXXXXXXX of XXX either XXXXXXXXXXX ending an efficient intervention or XXXXXX XXXXXXXXXX XXXX an XXXXXXXXX XXX. For XXXXXXXX, one XXXXXXX XXXXXXXXX XXXXX tardy XX class. The XXXXXX behavior is to XXXXX limiting XXX number XX times the student XX tardy to class XXXX the XXXXXXX eventually arriving XX class XX time XXXXX class. XXXXX XXX XXXX XXXXXXXXXX XX XX able to record XXX count XXXXXXX’s behaviors. In order to XX able to count the student’s XXXXXXXXX, XXX teacher should use tally XXXXX. The XXXXXXX XXX XXXXX XXX student’s name XX XXX XXXXX and each time that student is tardy the XXXXXXX XXXX put a XXXXX XXXX under their name. At XXX XXX of XXX week, XXX XXXXXXX will count how many times XXXX XXXXXXX was tardy for XXX XXXXX (XXXX, XXXX). The XXXXXX tardiness number can XX XXXXXXX. XX will take a few XXXXX XX be able XX XXX a XXXXXXX or XX get XXXX data in order to XX able XX XXXX the student change XXXX their XXXXXXXXX. The strategies I chose XXX most XXXXXXXXXXX XXXXXXX tardiness XX XXXXXXXXX because it XX a XXXXX-XXX answer. XXXXXX XXX student was XX time XXX XXXXX or they weren’t XXX XXXX XXX class. There XX no in-between. Being able to XXXXX out XXX XXXXX in a XXXX XXXX XX able to XXX a pattern XXX try to XXXXXX XXXX student’s behavior. XX XXXX student XX in more XXXX one XX your XXXXXXX XXXXX it XXXX XX XXXX easier to get XXXX data and maybe the XXXXX XXXXX XXXXX XX XXXXXXX daily instead XX XXXXXX. XXX XXXXXXX with XXXX XXXXXXXXXXX classroom behavior would XX a high school student XXXXX the students XXXXXX classes by XXXXXXXXXX XXX XXX XXX XXXXXXXX XX to XXX same XXXXXXX XXXXXXXX XXX every XXXXXXX XXX a XXXXXXXXX XXXXXXXX. “As iron XXXXXXXX iron, so one XXXXXX XXXXXXXX another” (Proverbs XX:17). To me, this Bible verse XXXXX that XXXX XXX every one XX us XXX XXXXX XXXX XXXXXXXX in XXX lives. Each XXXXXX XXXX XXX encounters XXXXXXX us a XXXXXX XXX shapes or XXXXXXXX us into XXX XXXXXX XXX we XXX XXXXX. XX, XXXXXXXX that to what was XXXXXXXXXX discussed XXXXX that the teacher XX shaping the XXXXXXX XX XXXXXX a better XXXXXXX and person by XXX XXXXX tardy XX class XXX XXXXXX.
References
XXXXXX, J.O., XXXXX, T.X., & Heward, W.L. (2007).XXXXXXX XXXXXXXX analysis(Xnd ed). XXXXX Saddle XXXXX, NJ: Pearson.
Maag, J. X. (2018). Behavior management: from theoretical implications XX XXXXXXXXX XXXXXXXXXXXX (3rd ed.). XXXXXX, XX: Cengage XXXXXXXX.